PNC_Science_G4_Lesson sample

PINNACLE LESSON PLAN SCIENCE

1 My body Allocated Teaching Days 10 Speed up/Slow down Plan Day No. Planned Date Day’s Learning Objectives Day 1 My Notes: Day 2 Day 3 • Classify body organs as internal and Day 4 external organs Day 5 Day 6 • Identify different parts of the brain Day 7 Day 8 • Discuss the lungs and their role in CLASSKLAP Resources: Day 9 breathing Day 10 1) CLASSKLAP Workbook • Identify the working of the stomach and 2) Chart - Organs and Organ Systems of the Human the heart Body (Day 7) • Analyse the importance of the kidneys Other Resources: • Understand the need of bones and muscles 1) Samacheer textbook 2) Picture cards of different body parts, two trays (Day • Categorise the different types of teeth 2) • Identify body touch as good touch and 3) Balloons (Day 3) bad touch 4) A flexible tube, a small funnel, duct tape, a medium • Analyse bad touch and be aware of safety sized balloon and scissors (Day 4) tips to avoid bad touch 5) 2 large plastic cups, a large bag of rice or beans (Day • Evaluation 6) 6) Chart sheet (Day 7) Page 2

Day 1/10 Day Day 2/10 Day Progress Progress 82TB Page(s): TB Page(s): 83, 84 Annual Day: 1/40 Actual Date: __________ Annual Day: 2/40 Actual Date: __________ Transactional Tip(s) Transactional Tip(s) Interactive Discussion: Interactive Discussion: • Use the “Let us recall” on pg. 82 and build the curiosity of learners • Recall the definition of internal organs. • Ask learners: Which organ helps them to think? about identifying their body parts. • Discuss how the brain is the most important organ of human body. • Ask learners: • Elaborate on: o How do you use different body parts? o the skull o Can you see head, hand, legs and ear? o the three main parts of the brain namely, fore brain, mid brain o Why can you see them? o Can you see the brain, heart and lungs? and hind brain. o Why can’t you see them? • Refer to the “Do You Know?” section on pg. 83 to inform learners • Define internal and external organs. • Cite examples of both. about the weight of the brain. Activity Method: • Use the “Let us Play” and solve the “Try to Answer” on pg. 83 to give learners an idea of different organs. • Take pictures of different body parts and follow the steps as given on pgs. 83, 84 for the “Let us Play” activity. Class Pulse Check Class Pulse Check 1) What do we mean by internal organs? 1) Which part of the body protects the brain? 1) WB: U – Pg. 3, Q. 15 CW 1) WB: R – Pg. 2, Q. 1 HW WB: R – Pg. 3, Q. 10 CW – HW Page 3

Day 3/10 Day Day 4/10 Day Progress Progress 84TB Page(s): TB Page(s): 84, 85 Annual Day: 3/40 Actual Date: __________ Annual Day: 4/40 Actual Date: __________ Transactional Tip(s) Transactional Tip(s) Interactive Discussion: Interactive Discussion: • Discuss what happens to the learners' breathing patterns when • Ask learners: What happens to the food once you eat it? • Discuss the stomach and its shape. they are running and when they are not. • Use the picture of the stomach on pg. 84 and ask the learners to • Elaborate on the shape of the lungs during breathing in and observe the shape of the stomach. breathing out. • Ask: Which organ pumps blood in our body? • Use the picture on pg. 84 of the lungs and ask learners to observe • Discuss the heart and show the picture of the heart on pg. 85. the shape of the lungs. Discuss the “More to know” section on pg. 85. Activity Method: Activity Method: • Use the “Let us Play” section to show how lungs expand and • Demonstrate the “Let us Make” on pg. 85 with the materials like contract with the help of balloons. flexible tube, small funnel, duct tape, medium sized balloon and • Ask learners to keep their hand on their chest and to breathe to scissors and ask learners to observe it. notice the expansion and contraction. Class Pulse Check Class Pulse Check 1) Which are the gases that we breathe in and breathe out? 1) What is the work of the stomach? 1) WB: U – Pg. 4, Q. 16 CW _ HW 1) WB: U – Pg. 3, Q. 14 CW 1) WB: R – Pg. 2, Q. 2 HW Page 4

Day 5/10 Day Day 6/10 Day Progress Progress TB Page(s): 85, 86 TB Page(s): 86, 87 Annual Day: 5/40 Actual Date: __________ Annual Day: 6/40 Actual Date: __________ Transactional Tip(s) Transactional Tip(s) Interactive Discussion: Interactive Discussion: • Discuss the kidneys and show the picture on pg. 85 to show how it • Recall important points on bones and muscles. • Elaborate on the need for bones and muscles. looks. • Discuss on how muscles help us to send messages to the brain • Use the “More to know” section on pg. 86 to inform learners about by doing the activity “Let us do” on pg. 87. the kidneys. • Ask learners to: • Ask learners: o do the “Do You Know?” on pg. 87 to inform them about o How can we bend our hands and move our legs? bones. o to press on their upper arm to feel the bones and muscles. • Discuss the bones and muscles present in our body. o read the “Amazing Fact” on pg. 87 regarding the smile. • Summarise by solving the “Try to Answer” on pg. 86. o discuss the “Let us Take care” on pg. 87 to inform learners about how to keep ourselves healthy. o read the “Do You Know?” on pg. 87 on muscles. Class Pulse Check Class Pulse Check 1) How many bones are present in a baby? 2) How can we keep muscles strong? – CW – HW 1) WB: A – Pg. 5, Q.18 CW 1) WB: R – Pg. 2, Q. 4 HW 2) WB: R – Pg. 2, Q. 5 – 9 Page 5

Day 7/10 Day Day 8/10 Day Progress Progress TB Page(s): 88, 89 90TB Page(s): Annual Day: 7/40 Actual Date: __________ Annual Day: 8/40 Actual Date: __________ Transactional Tip(s) Transactional Tip(s) Flipped Classroom: Interactive Discussion: • Make six groups of learners and provide one chart sheet to each of • Discuss good touch and bad touch and the things to know about them. • Assign one topic among teeth and its type, importance of oral bad touch. health, healthy mouth, foods for healthy mouth and teeth, taking care • Use the “Try to Answer” on pg. 90 to understand good touch of mouth and teeth, and neem tooth brush to each group respectively. and bad touch. • Let one learner from each group come forward and read out or • Draw a table on the board with the headings– good touch and explain what they have prepared. • Summarise the class by solving the “Try to Answer” on pg. 89. bad touch. • Fill the table with the learners’ responses. Summarising: • Elaborate on the content given on pg. 90 to inform learners • Using the CLASSKLAP chart summarise the internal organs briefly. about good and bad touch. Class Pulse Check Class Pulse Check 1) What are the different types of teeth the human body has? 1) How can you identify if a touch is a bad touch? 1) WB: R – Pg. 3, Q. 11 CW 1) WB: R – Pg. 2, Q. 3 HW – CW 1) WB: H – Pgs. 5, 6, Q.20 HW 2) WB: U – Pg. 3, Q, 12 3) WB: A – Pg. 5, Q. 19 2) WB: U – Pg. 3, Q. 13 Page 6

Day 9/10 Day Day 10/10 Day Progress Progress TB Page(s): 91, 92 TB Page(s): 93, 94 Annual Day: 9/40 Actual Date: __________ Annual Day: 10/40 Actual Date: __________ Transactional Tip(s) Transactional Tip(s) Interactive Discussion: Questioning: • Recall a few points regarding good touch and bad touch. • Refer to the pictures on pg. 91 to inform learners about what to do • Ask learners to read the questions in the ‘Evaluation’ section on pgs. 93, 94 of the textbook. if a touch is a bad touch. • Discuss and read out the important points on pg. 91 on how • Let learners write the answers for the questions I , II, III, IV and V in the textbook. learners must be taught that offenders might use dirty tricks. • Inform learners about what to do if someone touches them badly. • Discuss the questions in ‘Practice questions from textbook’ • Summarise the points and help learners to note them down. section on pgs. 25, 26 of the workbook. • Refer to pg. 92 that makes teachers and parents aware about • Help learners to write answers for Q 1-6 on pgs. 25, 26 in the sexual abuse and the signs of sexual abuse. workbook. • Help learners to solve the “Try to Answer” on pg. 92. Class Pulse Check Class Pulse Check 1) Mention any two safety tips to protect yourself from a bad touch. _ 1) WB: A – Pg. 4, Q.17 CW 1) WB: Concept Map – Pg. 1 HW 1) WB: R – Pg. 25, Q. 1, 2 CW 1) WB: H – Pg. 26, Q. 7 HW 2) WB: U – Pg. 25, Q. 3 2) TB: Evaluation – Pg. 94, Q 3) WB: A – Pgs. 25, 26, Q. 4 – 6 VIII Page 7

My Reflections Progress Passbook 10 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners: Å Speed up by ___ days OR Slow down by ___ days Æ Academic Coordinator’s Signature: Page 8